Information Technology in Learning Languages

What is action research?

TiLL action research clusters.

The teaching and learning inquiry process.

Some findings.

1Jeanne Gilbert Feb 09 University of Waikato

Sharing understandingWhat is e-learning?

What is learning as inquiry?

What is teaching as inquiry?

What is action research?

2Jeanne Gilbert Feb 09 University of Waikato

E-learningSee NZC p 36 (MOE 2007)“Information and communication technology

(ICT) has a major impact on the world in which young people live.”

“E-learning is LEARNING that is supported by or facilitated by an ICT” [tool or process].

“Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of teaching.”

3Jeanne Gilbert Feb 09 University of Waikato

Learning as inquiry – PAR cycle

QuestionPlan

Act

ReflectResearch

Jeanne Gilbert Feb 09 University of Waikato 4

(P 34-5 NZC MOE Wgtn 2007)

5

Student achievemen

t dataJeanne Gilbert Feb 09 University of Waikato

Action Research“One key difference between action

research and other kinds of research is that action research is carried out… by the participants in the situation under investigation. “

Bailey et al. (2001). Pursuing PD. The self as source, Cht 8. Heinle & Heinle, Canada

Zuber-Skerritt(1993) suggests that in action research there is action learning, and the process is … deliberate, systematic and rigorous and it is always made public. (p46)

6Jeanne Gilbert Feb 09 University of Waikato

TiLL Action Research Clusters2007

Maeroa Int – German, Spanish yr 7 & 8 cluster2008

Rotorua Chinese / French yr 7 & 8 clusterHamilton Girls’ cluster – yrs 10 & 11 French, Spanish, Japanese

2009Hamilton Secondary cluster - Hillcrest High &

Hamilton Boys’ – French, German, Spanish, Japanese

Hamilton Primary cluster – St Joseph’s, Hukanui Primary – Chinese, French, German, Spanish, Japanese

Taupo x-sector cluster – Tauhara College, Taupo Int – French, Japanese 7

Jeanne Gilbert Feb 09 University of Waikato

Suggested Framework for Teachers To Report Their Research Findings.

What question were you asking? (What motivated your research?)

Why is the question important? (what is the theoretical base (eg Ellis?)

What is the context for the research? How did you go about answering the

question? What did you find? What shifts were made?What is the significance of what you found? What further research will support the

improvement in students’ learning in this area?

References 9Jeanne Gilbert Feb 09 University of Waikato

Examples of questions:Does an increased teacher understanding

and use of input methodologies increase the amount and quality of student output?

How does the teacher ensure that students with English as a second language (L2) achieve in a third language (L3)?

How does more regular use of the Smartboard, with language learning methodologies included, enhance students’ achievement- with particular reference to speaking?

10Jeanne Gilbert Feb 09 University of Waikato

Will teaching my students the use of the Chinese word processor Njstar improve my students’ character recognition ability?

How did you go about answering the question?

informed the students of the project

students were given a choicestudents were grouped into teams of 3

students were interviewed and videoed twice by adviser 14

Jeanne Gilbert Feb 09 University of Waikato

Data collection FindingsTriangulateddatacollection

Student survey

Student voice from video

2 observations

with video data

15Jeanne Gilbert Feb 09 University of Waikato

Shift in student knowledge about Njstar - survey

0

2

4

6

8

10

12

time 1 time 2 time 3

boys 3

girls 9

RIS 12

16Jeanne Gilbert Feb 09 University of Waikato

Will teaching my students the use of the Chinese word processor Njstar improve my students’ character recognition ability?

Findings :

All students experienced success by producing a digital Chinese booklet using Njstar

their recognition ability of Chinese characters improved

11/12 students, preferred cards for learning character recognition

17Jeanne Gilbert Feb 09 University of Waikato

Findings:ReTechnology Teacher will continue to use Njstar as a

tool for character recognition“It is an effective productive tool for

learning characters and understanding the use of a Chinese word processor particularly for written output”

“it will be used in conjunction with cards”

20Jeanne Gilbert Feb 09 University of Waikato

What is the significance of what you found? It was quite a surprise to discover that though

the students enjoyed, found it easy and were successful in producing wonderful digital booklets using Njstar, their preferred tool for learning characters were plain old cards!

More character cards need to be producedSound recordings will be addedThe students’ booklets will be shared school-

wide on the intranetThey will be on CD in the library as a Chinese

resourceThey will be submitted as an online resource of

the Confucius Institute website21

Jeanne Gilbert Feb 09 University of Waikato

This action research has raised a major question:Why are there no Māori students in

the accelerate group, when there are 45% Māori students in the school?

Does the school need to look into the criteria for student selection into the accelerate class?

Do these need to be re-visited?

22Jeanne Gilbert Feb 09 University of Waikato

Creating a Chinese digital booklet..\..\Action Research\TiLL\2008\Rotorua\Layte

e\Creating a digital Chinese booklet TiLL RIS 08.ppt

23Jeanne Gilbert Feb 09 University of Waikato

Example of digital booklet..\..\Action Research\TiLL\2008\Rotorua\Layte

e\alex and julian.ppt

24Jeanne Gilbert Feb 09 University of Waikato

Reflections:What have you learned by sharing in this

teacher’s action research?

What could you change in your own practice / school?

When?How?Who do you need to help you?

25Jeanne Gilbert Feb 09 University of Waikato

26Jeanne Gilbert Feb 09 University of Waikato